Bracken Basic Concept Scale

Concept Development and Early Childhood Assessment

Bruce A. Bracken, Ph.D.

Author

Bruce A. Bracken, Ph.D.Professor

College of William & MarySchool of EducationP.O. Box 8795Williamsburg, VA 23185

Office: 757-221-1712

Email: [email protected]: http://babrac.people.wm.edu/

Early childhood state standards:

http://faculty.wm.edu/babrac/Standards.xls

http://babrac.people.wm.edu/

http://faculty.wm.edu/babrac/Standards.xls

Presentation Outline

Introduction Challenging Assumptions about Basic Concepts Historical Perspective Importance of Basic Concepts

BBCS Features, Subtests, Composites, Forms Limitations of Preschool Tests Goals for the BBCS

Administration, Scoring, Interpretation Technical Characteristics Principles of Concept Instruction Case Study

Challenging Assumptions About Basic Concepts

“All children enter school already knowing important basic concepts.”

Young children do not understand basic concepts commonly used in classroom directions and discussion (Boehm, Classon, & Kelly, 1986)

Preschool intelligence test directions are replete with basic concepts children fail to understand (Bracken, 1986; Flanagan, Alfonso, & Kaminer, 1995; Kaufman, 1978)

Early childhood achievement test directions are replete with basic concepts children do not comprehend (Cummings & Nelson, 1980)


“Parents and teachers can identify all of the important concepts children need to master.”

There is no source beyond the BBCS that identifies the universe of basic concepts related to what children need to know to describe and discuss their world or to follow others’ directions

Parents often teach only easily recognized concepts prior to their children attending school (e.g., colors, numbers/letters)

Parents and teachers often have misperceptions about the taxonomical nature of concept domains and subdomains (e.g., primary colors, secondary colors, tertiary colors, absolutes)


“Schools systematically teach basic concepts to children in early childhood grades.”

None of the 50 states’ early-childhood educational standards include most of the BBCS concepts (Bracken & Crawford, 2006)

Schools do not follow a systematic ‘conceptual map’ or proven pedagogy for teaching basic concepts (Bracken, 1986, 2006)

Basic concepts are usually taught with little consideration for the scope and sequence of concept development

Teachers often fail to take advantage of ‘teachable moments’ when concept instruction could be combined with core subjects


“All children begin school on an equal conceptual footing.”

Children of poverty know fewer basic concepts than more economically advanced students

ELL/ESL students know far fewer basic concepts (in English) than native English speakers

Children with speech/language, hearing, vision, and cognitive related disabilities know fewer basic concepts than nondisabled students

Teachers and school materials (e.g., tests) assume with dire consequences for some children that all children understand these ubiquitous concepts

Importance of Basic Concepts:

Triangulated Assessment

PsychologicalCorrelations with Intelligence Tests .91 Binet IV (Bracken & Howell, 1991)

.80 DAS (McIntosh et al., 1995)

.85 WPPSI-R (Panter, 2000)

.57 K-ABC (Laughlin, 1995)

School ReadinessCorrelations with Achievement Tests .64 K-ABC Ach. (Zucker &Riordan, 1990) .50 to .60 WRAT (Sterner & McCallum, 1988)

.65 WJ-Ach. (Bracken & Walker, 1997)

.67 to .81 MRT (Panter, 2002)

BBCSAs Part of a

Multiple Source

Assessment

Speech/Language/HearingCorrelations with Speech Tests .78 to .88 BTBC (Bracken & Cato, 1986)

.67 to .88 PPVT (multiple authors)

.61 to .77 PLS-4 (Bracken, 2006)

.68 Token Test (Bracken & Cato, 1986)

Limitations of Preschool Tests

Lack of social sensitivity / cultural awareness Limited floors, ceilings and item gradients Poor reliabilities Limited norm sample sizes and representation Lack of clinical utility / prediction Complex test directions Require active motor and verbal expressive abilities from onset Lack of meaningful demonstration and sample items Limited color and stimulating artwork Often downward extensions of child, adolescent, or adult tests

Bracken, B. A. (1987). Limitations of preschool instruments and standards for minimal levels of technical adequacy. Journal of Psychoeducational Assessment. 5, 313-326.

Multiple Tests:Multiple Purposes

BBCS-3:R Description

Brief Description

Receptive measure of concept knowledge Ages 3-0 to 7-0 10 Subtests (same as Bracken Expressive) 282 basic concepts assessed English/Spanish forms Administration time

10 – 15 minutes SRC 30 - 35 minutes Total Test

Aligns well with all 50 states’ early childhood educational standards

Scoring Assistant software with link to BCDP

BBCS-3:R Features

Assesses 282 foundational and functionally relevant concepts

Use of SRC as an independent school readiness screener

Aligns with early-childhood educational standards in all 50 states

Colorful, stimulating, and developmentally appropriate artwork

Receptive item format requires no verbal response

Consistent item format, appearance, and style throughout

Strong ceilings, floors, and item gradients for ages served

State-of-the-art multinational Spanish translation and validation

Inclusive, non-stereotyping, non-biased artwork and test items

Scoring Assistant software that scores BBCS and links to BCDP

BBCS-3:RUnique Applications

Early Childhood State’s Standards The BBCS exceeds early childhood concept standards in all 50 states.

Spanish Language Assessments

The BBCS multi-national Spanish translation allows for direct comparison of the student’s concept mastery in English and Spanish.

Receptive/Expressive Language Assessment The BBCS-3:R and Bracken Expressive identify discrepancies between

students’ receptive and expressive language abilities.

Functional, Curriculum-Based Assessment, RTI Assessments With the Bracken Concept Development Program, the BBCS provides

multi-tiered CBA or RTI intervention-linked assessment.

Powerful ResearchTool

Harlem Project:

Intervention study with low SES, primarily Black children in Harlem, NY; featured in New York Times.

Joint Center for Poverty Research:

Intervention study investigating mothers’ education on their young children’s academic success and school readiness.

Millennium Project:

Longitudinal study including more than 17,000 children throughout the United Kingdom.

NICHD Study of Early Child Care and Youth Development:

Longitudinal study of early childhood development including more than 1300 families.

Project Clarion (Department of EducationGrant):

Concept-oriented science intervention study including more than 2000 children.

BBCS Receptive and Expressive Forms

BBCS-3: Receptive BBCS Expressive

English / Spanish Forms

English Receptive/Expressive Spanish Receptive/Expressive

Parent/Teacher Conference Form

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English/Spanish Conference Form

Subtests and Composites

School Readiness Composite

(Subtests 1 – 5)

1. Colors – 10 items

2. Letters – 15 items

3. Numbers/Counting – 18 items

4. Sizes/Comparisons – 22 items

5. Shapes – 20 items

SRC total – 85 items

SRC Mean = 10, SD = 3

SRC Composite Mean = 100, SD = 15

Subtests and Composites

Receptive Total Composite

(Subtests 1 – 10)

6.Direction/Position – 62 items

7.Self-/Social Awareness – 33 items

8.Texture/Material – 29 items

9.Quantity – 43 items

10.Time/Sequence – 30 items

BBCS total = 282 items

Receptive Total Composite

Mean = 100, SD = 15

Conceptual Universe and Developmental Sequence

UniversalColors

Sub-domain Primary Colors

Secondary Colors• Combination of

two primary colors

Absolutes

Tertiary Colors• Combination of a primary

color and a secondary color

Concept Examples Red, Yellow, Blue

Orange, Green, Purple

White, Black

Violet, Heather

BBCS-3:R/Expressive systematically assess all primary, secondary, and absolute colors

Colors

Minnesota State Standards

Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe location, size, color, shape and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3)

Show me which color is… purple

Pre-literacy Knowledge

Pre-Literacy Skill Recognition

Upper-case Lower-case

Naming Upper-case Lower-case

Letter Sounds Letter Blend Sounds

Concept Examples Recognition

Point to M, B, S, D Point to u, v, c, b

Naming Name this letter, W, P, R, E Name this letter, a, e, g, k

What sound does b make? What sound does ch make?

BBCS-3:R/Expressive systematically assess letter identification, naming, and early phonemic awareness skills

Letters

Minnesota State StandardsRecognizes and names some letters of the alphabet, especially those in own name, begins to associate sounds with letters (PreK); Identifies and names upper-case and lower-case letters of the alphabet, identifies beginning consonant sounds and ending sounds in single-syllable words (K); Identifies letters, words and sentences, sees, hears, says and writes the letters (1st)

Show me … g

Show me … K

Numerical Literacy

Math Literacy Skill Rote Counting Place Counting

Number Identification 0-9 Double Digits Triple Digits

Number Naming 0-9 Double Digits Triple Digits

Concept Examples Counting without place value Counting with one-to-one

correspondence

Number Identification Point to the 1, 5, 8, 0 Point to the 22, 58, 95 Point to 138, 395, 783

Number Naming What is this number? 2, 6, 9 What is this number? 44, 78 What is this number? 234, 783

BBCS-3:R/Expressive systematically assess number identification, naming, and one-to-one correspondence

Numbers/Counting


Demonstrates increasing interest in and awareness of numbers and counting, demonstrates ability to count in sequence, demonstrates understanding of one-to-one correspondence between objects and number (PreK); Correctly writes the numbers 0 through 9, counts forward to 31, backward from 10, counts the number of objects in a set and identifies the quantity (K); Reads, writes numerals for, compares, and orders numbers to 120, counts by 2s to 30 and by 5s to 120, counts backwards from 30 (1st)

Show me… the ninety-five

Show me… three flowers

Relative Size

Dimensions and Size

Three-Dimensional Size Two-Dimensional Size

Vertical Horizontal

Comparative Sizes

Concept Examples

Big, Large, Small, Little

Tall, Short Long, Short

Similar, Same, Different

BBCS-3:R/Expressive systematically assess identification and naming of common two- and three-dimensional shapes and comparatives

Sizes/Comparisons


Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe location, size, color, shape and direction, sorts objects in a set by one attribute such as size, shape, color or thickness, compares and order objects by length, weight, volume, temperature or size and uses appropriate vocabulary such as longer than, holds more, smaller (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st)Show me… which fence is tall

Show me… which animal is big

Sizes/Comparisons


Makes comparisons between at least two groups of objects, recognizes and appreciates similarities and differences between self and others from diverse backgrounds (PreK); Compares and orders objects by length, weight, volume, temperature or size and use appropriate vocabulary such as longer than, holds more, smaller, compares and contrasts living and nonliving things (K); Observes describes, measures, compares, and contrasts common objects (1st); Compares family life in his or her community from earlier times and today, compares different kinds of historical sources and describes the different sorts of information the sources provide, identifies the difference between basic needs and wants (K-3)

Show me… which boats are alike

Dimensions of Shape

Shapes Linear (vertical/horizontal)

Curvilinear Line Diagonal Line Angular Line

Two-Dimensional Shapes

Three-Dimensional Shapes

Concept Examples Line, Straight

Curve Diagonal Angle

Circle, Square, Triangle

Sphere, Cube, Pyramid

BBCS-3:R/Expressive systematically assess one-, two, and three-dimensional shapes

Shapes


Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (PreK); Uses words to describe location, size, color, shape, and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Sorts 2- and 3-Dimensional shapes according to their geometrical attributes (K-1); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st);

Show me… the star

Show me… the curve

Shapes


Sorts objects into subgroups by one or two characteristics, identifies and names common shapes (PreK); Uses words to describe location, size, color, shape, and direction, sorts objects in a set by one attribute such as size, shape, color or thickness (K); Sorts 2- and 3-Dimensional shapes according to their geometrical attributes (K-1); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Creates characterizations of animals, objects, or shapes (K-3)

Show me… which children are in a line

Show me… the pyramid

RelationalConcepts

Direction and Position

Three-dimensional Internal/External Relative Proximity Self/Other Perspective Front/Rear Specific Locations

Concept Examples

Under, Over, Right, Left Inside, Outside, Around Near, Far, Beside My Right, My Left, Your In Front of, Behind Edge, Corner

BBCS-3:R/Expressive systematically assess universe of basic relational concepts

Direction/Position

Minnesota State StandardsUses words that show understanding of order and position of objects (PreK); Uses words to describe location, size, color, shape and direction, locates and describes placement of objects with terms such as on, inside, outside, above, below, over, under, beside, between, in front of, behind, next to, top, bottom (K); Describes the location of people, places and things by using positional words, names and uses directional words to describe locations of places in the school and community, uses cardinal and intermediate directions to locate places (K-3)

Show me… which clown is up-side-down

Show me… which child is behind the chair

Self and Society

Personal and Cultural

Affective Feeling Health/Physical Gender Familial Relationships Age

Mores

Conceptual Examples

Happy, Sad, Excited Healthy, Sick, Tired Boy, Girl, Woman, Man Mother, Father, Sister Old, Young

Right, Wrong, Correct

BBCS-3:R/Expressive systematically assess children’s understanding of the social world in which they live

Self- Social Awareness


Understands various family roles, jobs, rules, and relationships, recognizes and appreciates similarities and differences between self and others from diverse backgrounds, develops an awareness of self as having certain abilities, characteristics, and preferences (PreK); Uses words to describe and name people, places, and things (K); Uses descriptive words when speaking of people, places, things, actions and events, communicates needs, feelings, and ideas to peers and adults in complete sentences, describes ways in which many plants and animals closely resemble but are not identical to their parents (1st)

Show me… which child is wrong

Show me… which person is sad

EnvironmentalAwareness

Environmental Conditions

States of Matter Textures Materials Material Characteristics

Temperatures

Concept Examples

Solid, Liquid, Gas Rough, Smooth, Sharp Cloth, Wood, Metal Wet, Dry, Shiny, Dull Hot, Cold

BBCS-3:R/Expressive systematically assess children’s understanding of the natural world in which they live

Texture/Material


Sorts objects into subgroups by one or two characteristics, identifies and/or describes objects by physical characteristics (PreK); Uses words to describe and name people, places, and things, sorts objects in a set by one attribute such as size, shape, color or thickness, compares and orders objects by length, weight, volume, temperature, or size (K); Uses descriptive words when speaking of people, places, things, actions and events, sorts, classifies, and compares objects in a set in more than one way, observes describes, measures, compares and contrasts common objects, describes objects in terms of color, size, shape, weight, texture, flexibility and attraction to magnets (1st); Understands the elements of visual art, including color, line, shape, form, texture, and space (K-3)

Show me… which rock is smooth

Show me… which one is a gas

Quantity

Quantitative Characteristics

Part/Whole Relations Relative Quantity Volume Multiples Comparatives/Superlatives Fractions

Math Signs/Symbols

Concept Examples

Whole, Part, Piece Lots, Few, Some, None Full, Empty Pair, Double, Triple, Dozen More, Less, Most, Least Half, One-Third +, -, x

BBCS-3:R/Expressive systematically assess children’s understanding of the quantitative features of their world

Quantity


Recognizes objects can be measured by height, length, weight, and time, identifies and/or describes objects by physical characteristics (PreK); Given a number, identifies one more or one less, compares and orders objects by length, weight, volume, temperature, or size and uses appropriate vocabulary such as longer than, holds more, smaller, recognizes the following coins: penny, nickel, dime and quarter (K); Identifies one-half of a set of concrete objects, combines pennies, nickels or dimes to equal one dollar, observes describes, measures, compares and contrasts common objects, using simple tools, including but not limited to ruler, thermometer and balance (1st) Show me… where neither

child has a balloon

Show me… which tree has many apples

Temporal Concepts

Relative Time

Mathematical Seriation Frequency Natural Occurring Events Temporal Absolutes Temporal Order Speed Relative Age Scheduling Larger Temporal Periods

Concept Examples

First, Second, Third Once, Twice Morning, Daytime, Before, After Never, Always Early, Late, Next, Arriving Fast, Slow New, Old, Young, Old Nearly, Just, Waiting Days, Weeks, Months, Seasons

BBCS-3:R/Expressive systematically assess children’s understanding of short and long periods of time and naturally occurring temporal events

Time/Sequence


Uses words that show understanding of order and position of objects, orders or sequences several objects on the basis of one characteristic, recognizes objects can be measured by height, length, weight, and time (PreK); Compares and orders events based on time and uses appropriate vocabulary such as yesterday, today or tomorrow to describe relative time, describes daily and seasonal changes in weather (K); Retells familiar stories using beginning, middle and end (K-1); Identifies and describes main characters setting and sequences of story events, alphabetizes by first letter, observes, records and describes characteristics in daily weather and seasonal cycles (1st); Places events in chronological order and constructs timelines, creates and performs sequences of movement with a beginning, middle, and end (K-3) Show me… which child is waiting

Show me… which person has quit working

Administration, Scoring,

and Interpretation

Bracken Expressive

Brief Description

Expressive measure of concept knowledge Ages 3-0 to 7-0 10 Subtests (same as BBCS-3:R) 155 basic concepts assessed English/Spanish forms Administration time

10 – 15 minutes SRC 20 – 25 minutes Total Test

Aligns well with all 50 states’ early childhood educational standards

Scoring Assistant software with linkto BCDP

BrackenExpressive

“This rope is loose,

this rope is …”

“This child is sad,

This child is …”

Bracken School Readiness Assessment

Brief Description

Stand alone school readiness measure Ages 3-0 to 7-0 5 Subtests 85 basic concepts assessed English/Spanish forms Administration time

10 – 15 minutes Aligns well with all 50 states’ early

childhood educational standards

Administration, Scoring, and Interpretation

BBCS-3:RAdministration

Trial Item 1: “I am going to ask you to point to some things. For example,

if I asked you to point to your shoe, where would you point?”• “That’s right, you pointed to your shoe.”

• “You would point right here, wouldn’t you?”

Trial Item 2: “Let’s do another one. Show me your hair.”

• “That’s right, you pointed to your hair.”

• “You would point right here, wouldn’t you?

Trial Item 3 “Now show me the floor.”

• “Good you pointed to the floor.”

• “You would point right here, wouldn’t you?”

Ask similar questions until child understands the task.

BBCS-3:R Administration

Trial Item 4

“Now, I am going to show you some pictures.

I will read something to you, and I want you to point to the picture that shows what I say.

Look at each of these pictures.

Look at this picture, this picture, this one, and this one.”

“Show me the ball.”

• “Good, you looked at all the pictures and pointed to the ball.”


Trial Item 4

“Now, I am going to show you some pictures.

I will read something to you, and I want you to point to the picture that shows what I say.

Look at each of these pictures. Look at this picture, this picture,

this one, and this one.” “Show me the ball.”

• “Good, you looked at all the pictures and pointed to the ball.”

If child does not point to the ball, use the other three objects as practice items.


SRC Administration

Start with Item #1 for each subtest

Administer items in consecutive order

Discontinue each subtest after lowest set of 3 consecutive failed items

Sum the number of items correct Look up Scaled/Composite Scores

in Norm Table Enter SRC raw score into Table

2.2 to determine ‘Start Points’ for subtests # 6 - 10

9

Establishing a Starting Point

8 9 91214

52

Administering Subtests 6 - 10

Begin at established ‘Starting Point.’

Establish a basal of three consecutive items passed

Discontinue after lowest set of three consecutive items are failed

Raw score equals all items from Item 1to the basal, the three items within the basal, and all items passed between the basal and the discontinue point (i.e., 12)

Convenient Norm Tables

Normative Scores

Scaled Scores Percentile Ranks Normative

Classifications Very Advanced Advanced Average Delayed Very Delayed

Confidence Intervals 90% confidence 95% confidence

BBCS-3:RScore Reporting

52 8 1 7 9 25 16 37 Ave

4-6

32 9 1 8 10 37 25 50 Ave 4-8

15 6 1 5 7 9 5 16 Delayed 3-6

18 10 1 9 11 50 37 63 Ave 5-1

16 8 1 7 9 25 16 37 Ave 4-1

13 9 1 8 10 37 25 50 Ave 4-10

50

146 90 87 94 25 19 34 Ave 4-5

52 90 4 86 94 25 18 34 Ave 4-6

Completed Record FormShowing Subtest and Composite: - Raw Scores - Scaled Scores - SEM - Confidence Intervals - Score Percentile Ranks - CI Percentile Ranks - Descriptive Classifications

Bracken ExpressiveAdministration

Trial Item 1“I am going to ask you to name some things. For example, if I ask you to name what this is (point to your nose), what would you say?”

• If child says nose, say, “That’s right you said nose.

• If the child does not say nose, model the behavior by pointing to the child’s nose and say, “You would say nose, wouldn’t you?

Trial Items 2“Now tell me what this is (point to your ear).”

• “Good, you said ear”

• If the child does not say ear, “You would say ear, wouldn’t you?

Similar trial items can be used to ensure the child understands the labeling task.


Trial Item 3 (Item 4 is similarly administered) “Now I am going to show you some

pictures and say some things about them. I want you to help me by finishing some of the things I say. Let’s try one.

Look at these pictures. This book is open, this book is…

• If child responds correctly, say “That’s right.”

• If the child responds incorrectly, say, This book is closed, isn’t it.

• Repeat the item if the child responded incorrectly.

Repeat items 3 and 4 as many times as needed until the child completes the task of finishing the sentence


Begin administration each SRC subtest with item #1

Continue administering items until the child fails four consecutive items

Determining a Starting Point

56346

24

Administering Subtests6 - 10

Begin at established ‘Starting Point.’

Establish a basal of three consecutive items passed

Discontinue after lowest set of four consecutiveitems are failed

Raw score equals all items from Item 1to the basal, the three items within the basal, and all items passed between the basal and the discontinue point (i.e., 5)

Bracken ExpressiveScore Reporting

24 5 1 4 6 5 2 9 Delayed 3-7

25 7 2 5 9 16 5 37 Delayed 3-0

7 6 2 4 8 9 2 25 Delayed 3-4

6 8 2 6 10 25 9 50 Average 4-3

2 6 2 4 8 9 2 25 Delayed 3-4

5 7 2 5 9 16 5 37 Delayed 4-0

39

57 78 75 83 8 5 14 Delayed 3-9 24 75 4 71 79 5 3 8 Delayed 3-7

Completed Record FormShowing Subtest and Composite: - Raw Scores - Scaled Scores - SEM - Confidence Intervals - Score Percentile Ranks - CI Percentile Ranks - Descriptive Classifications

Determining Receptive -Expressive Skill Differences

Technical Adequacy

BBCS-3:R Internal Consistency:

Matched Language Samples

Bracken Expressive Internal Consistency:

Matched Language Samples

BBCS-3:R Total Sample Reliability

Bracken Expressive Total Sample Reliability

BBCS-3:R Reliability by Gender

BBCS-3:R Reliability by Race/Ethnicity

BBCS-3:R Reliability by Clinical Samples

BBCS-3:R Stability

BBCS-3:R Validity with PLS-4

BBCS-3:R WithLanguage Impaired

BBCS-3:R Historical Validity

Psychological Assessments BBCS Correlations with Intelligence Tests

• .91 Binet IV (Bracken & Howell, 1991)• .80 DAS (McIntosh et al., 1995)• .85 WPPSI-R (Panter, 2000)• .57 K-ABC (Laughlin, 1995)

Speech/Language/Hearing Assessments BBCS Correlations with Speech Tests

• .78 to .88 BTBC (Bracken & Cato, 1986)• .67 to .88 PPVT (multiple authors)• .61 to .77 PLS-4 (Bracken, 2006• .68 Token Test (Bracken & Cato, 1986)

School Readiness Assessments BBCS Correlations with Achievement Tests

• .64 K-ABC Ach. (Zucker &Riordan, 1990)• .50 to .60 WRAT (Sterner & McCallum, 1988)• .65 WJ-Ach. (Bracken & Walker, 1997)• .67 to .81 MRT (Panter, 2002)

Linked with the

Bracken Concept Development Program


Professional’s Guide (308 pages) Scope and sequence

organization Units/Lessons Recommendations for

parents/teachers Instructional principles for

teaching basic concepts 5 large full-color posters for

large group instruction 40 full-color concept cards for

small group instruction 81 complete lesson plans 153 black line worksheets

1. Instruction should be guided by state educational standards

2. Teach concepts in pairs and continua (e.g., long-short; hot-warm-cold)

3.Instructional language/examples should less complex than concepts being taught and mnemonic guides should be used as much as possible

4. Begin with “obvious” examples and proceed toward less obvious examples

5. Highlight most salient conceptual characteristics

6. Begin instruction with “polar” positives

7. Use conceptual term for polar positive, use “not” for polar negative (e.g., long - not long)

8.Introduce polar negative term (e.g., short)

9. Combine polar positive and negative (e.g., “if it is not long, it is short”)

10. Address developmental acquisition sequence (e.g., primary, secondary, absolutes, tertiary colors).

20 Principles for Concept Instruction

11. Provide parents/teachers with conceptual list - - mastered/non mastered concepts

12. Elicit active, multisensory, vocal participation

13. Teach concepts to point of “over-learning”

14. Keep lessons brief as developmentally appropriate

15. Review previously acquired concepts at beginning of each new session

16. Teach to child’s “level of success”

17. Ensure identifiable instructional beginnings and end points (i.e., structure and closure)

18. Teach concepts in familiar and naturalistic settings and situations to maximize generalizations

19. Create conceptual combinations (e.g., Please hand me the big, round, red chip on the corner of the table).

20. Intentionally use concepts naturally in daily language; intentionally use conceptually rich language.

20 Principles for Concept Instruction


Instructional units, lessons, objectives, and worksheets

Concept Cards for Small Group Instruction


1. Assess child with BBCS-3:R / Bracken Expressive /BSRA

2. Make norm-referenced interpretations for each form of the test separately (i.e., receptive/expressive)

3. Compare child’s receptive and expressive concept knowledge levels

4. Complete Parent/Teacher Conference form for distribution

5. Calculate child’s percent mastery to identify I.E.P. goals

6. Identify lessons and materials in BCDP that teach non-mastered concepts

7. Plan to teach concepts in large and small groups and/or individually as needed

8. Assess student’s daily progress with BCDP worksheets

9. Reassess student’s longer-term progress with BBCS-3:R and/or Bracken Expressive

10. Modify instruction as needed to enhance student’s rate of conceptual development

CBM or RTI Intervention

BBCS/BCDP Assessment/Instruction

Validation

Group Pretest Post-testSRC M SD M SD dControl Group (N = 19) 87.75 18.22 89.42 17.01 1.67BBCS/BCDP (N = 17) 87.71 14.75 101.12 16.54 13.41BBCS/BCDP/Home (N=18) 98.89 15.55 109.33 15.20 10.44

Group Pretest Post-testTotal Test M SD M SD dControl Group (N = 19) 84.55 12.22 86.95 11.50 2.40BBCS/BCDP (N = 17) 83.47 9.86 98.94 11.78 15.47BBCS/BCDP/Home (N=18) 91.16 14.28 108.56 17.50 17.40

Wilson, P. (2004). A Preliminary Investigation of an Early Intervention Program: Examining the Intervention Effectiveness of the Bracken Concept Development Program and the Bracken Basic Concept Scale-Revised With Head Start Students. Psychology in the Schools, 41(3), 301-311.

Case StudyDarren S.

Age 5-2Referred due to Language Delay and Autistic Spectrum

related behaviors

DarrenBracken Expressive

24 5 1 4 6 5 2 9 Delayed 3-7

25 7 2 5 9 16 5 37 Delayed 3-0

7 6 2 4 8 9 2 25 Delayed 3-4

6 8 2 6 10 25 9 50 Average 4-3

2 6 2 4 8 9 2 25 Delayed 3-4

5 7 2 5 9 16 5 37 Delayed 4-0

39

57 78 75 83 8 5 14 Delayed 3-9 24 75 4 71 79 5 3 8 Delayed 3-7

School Readiness CompositeUse Raw Score to Determine

Receptive Total Composite Use Sum of Scaled Scores

Raw Scores are used to determine

Concept Age Equivalents

Receptive/ExpressiveDiscrepancy?

90 78 12 6 Yes 8.1%

90 75 15 7 Yes 5.3%

90 78 12 6 Yes 8.1%

90 75 15 7 Yes 5.3%

DarrenUniversal Nonverbal

Intelligence Test

18 7 7 710 10 10 1011 11 11 11 7 7 7 7

18 17 14 22 35

X

DarrenUniversal Nonverbal

Intelligence Test

X

18 94 34 88 102 Average17 91 27 85 99 Average14 82 12 76 92 Low

Averg21 103 58 96 110 Average35 91 27 86 98 Average

Symbolic < Nonsymbolic (p < .05)

Clinical Assessment of Behavior (CAB)

Autistic Spectrum SymptomsAverage Level Cognitive/Adaptive Functioning

CAB Critical Behaviors

Autistic related behaviors

Clinical Assessment of Behavior (CAB)

Darren ScruggsSummary

BBCS-3:R SRC = 90 (Average receptive knowledge of school readiness

concepts) TRC = 90 (Average receptive knowledge of full universe of basic

language concepts)

UNIT FSIQ = 91 (Average & Consistent with BBCS-3:R) Symbolic Quotient = 82 < Average Nonsymbolic Quotient = 103 Average Memory Quotient (94) = Average Reasoning Quotient (91)

Bracken Expressive SRC = 75 (Delayed expressive knowledge of school readiness

concepts) TRC = 78 (Delayed expressive knowledge of full universe of basic

language concepts) Significant difference between forms (Receptive > Expressive)

Darren ScruggsSummary

Clinical Assessment of Behavior

Behaviors consistent with Autistic Spectrum Disorders• Autistic Spectrum Cluster: Significant Clinical Risk• Social Skills Scale: Mild Adaptive Weakness• Critical Behaviors: Significant Clinical Risk

Relatively high functioning behaviors• Competence Scale: Normal Range• Adaptive Behavior Scale: Normal Range• Executive Function Cluster: Normal Range

Emotional Disturbance Scales:• Emotional Disturbance = Mild Clinical Risk• Social Maladjustment = Normal Range

Conclusions

Darren demonstrates cognitive, language, and behavioral characteristics of higher functioning autistic spectrum disorder (e.g., Aspergers):

Stronger receptive than expressive language skills (i.e., average receptive concept development, delayed expressive concept development)

Average range nonverbal intelligence, with nonsymbolic processing higher than symbolic

Behaviors consistent with autistic disorder (e.g., diminished social skills, autistic-like critical behaviors, high score on autism scale)

Documents

Bracken Basic Concept Scale